Criteria for Scoring Essays
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2
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3
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4
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| Ability
to follow directions, use of proper grammar and spelling |
Typed
or handwritten in ink, 300-500 words. Poor spelling, grammar and punctuation;
uses incomplete sentences. |
Typed
or handwritten in ink, 300-500 words. Refers to theme.Uses
complete sentences, but grammar, spelling and punctuation are poor. |
Typed
or handwritten in ink, 300-500 words. Refers to theme. Uses complete
sentences. Uses average grammar, spelling and punctuation. |
Typed
or handwritten in ink, 300-500 words. Refers to theme. Uses complete
sentences. Uses excellent grammar, spelling and punctuation. |
| Originality |
Shows
no originality. |
Shows
some originality, but poor execution. |
Shows
some originality with average execution. |
Uses
a completely original approach to the topic and an outstanding execution. |
| Clear
position |
Position
statement is unclear, ambiguous or missing. |
Takes
a position, but switches in middle of argument. |
Takes
a clear position. |
Articulates
a clear position with depth and specificity. |
| Supports
position by using core democratic values * |
Identifies
a core democratic value that does not apply or does not identify
a core democratic value. |
Identifies
at least one core democratic value that applies, but does not tell
how it supports their position. |
Supports
position with an application of at least one core democratic value. |
Supports
position with a clear, in-depth reasoned application of at lest one
core democratic value. |
| Supports
position with knowledge of history, geography, civics or economics. |
Does
not identify a piece of social studies content knowledge. |
Identifies
a piece of social studies content knowledge but does not use it to
support their position. |
Supports
position with one (or more) logically related piece(s) of social studies
content knowledge. |
Supports
and extensively elaborates position with logically related piece(s)
of social studies content knowledge. |
| Uses researched
information to compare/contrast or supports position. ** |
Does not identify
or use any accurate researched information. |
Identifies a
piece of accurate logically related researched information, but does
not use in a logical manner. |
Uses logically
related researched information to support position or to compare/contrast. |
Uses and extensively
elaborates upon logically related researched information. |
* Core democratic values
of American Constitutional democracy include the following constitutional
principles: the rule of law, separation of powers, checks and balances,
representative government, individual. rights, federalism, civilian control
of the military, and freedom of religion. Fundamental beliefs include:
life, liberty and the pursuit of happiness, truth, justice, equality,
diversity, popular sovereignty, and patriotism.
** Most of the given
"should" questions had Supreme Court cases listed for students to use
in their research. While it is difficult for 6th–8th graders to read
and understand a Supreme Court opinion, it is hoped that they will learn
how to look one up (or an article that talks about the case) and at least
attempt to read it. The opinions and their footnotes and background
information may provide students with a fact scenario to compare/contrast,
explanations of certain religious practices, or other information that
students can related to their "should" questions. Sources other than supreme
court cases such as books, articles, encyclopedias are acceptable for
other "should" questions. However, researched information may not
be from the Constitution or the Declaration of Independence as these are
sources of core democratic values. The researched information must
be separate from the core democratic value and social studies content
requirements.
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